Article Review - Cda

ICLE REVIEW
ART
E va lu at io n
ti on of Se lf
m ple m e nt a C as e
The I in g E n g lis h: A
T) in Te ac h
Talk (SET
Study
Authors: Raden Panji Hartono, Slamet Setiawan, Maria Mintowati

Published in: Indonesian Journal of English Teaching, December 2021
MEMBER
DINDA ANGGITA N. A HANNAH
(20220410036) (220220410028)
INDAH NURUL F.
(220220410031)
TABLE OF CONTENT
1. ABSTRACT 4. MODES OF TEACHER TALK
2. INTRODUCTION 5. FINDINGS
3. METHOD 6. CONCLUSION
1. ABSTRACT
The article analyzes the implementation of Self Evaluation Teacher Talk

(SETT) by an English teacher in Surabaya, Indonesia. Using qualitative
methods, it finds that the teacher employed various modes of SETT to
enhance student interaction and language acquisition, highlighting the
significance of effective teacher talk in fostering a productive learning
environment
2. INTRODUCTION
Communication in the field of foreign or second language context is a

complicated phenomenon which is being the central to the classroom
activities. The interaction between teacher and students is the key toward
the success or failure of learning a foreign or second language. Van Lier
(1996, cited in Walsh, 2006) argues that if a foreign language teacher
expects an effective interaction, then the interaction should be well
considered as the most important thing in the teaching foreign or second
language acquisition curriculum.
3. METHOD
CASE STUDY APPROACH
This research employed a qualitative case study approach, focusing on a
single ESL classroom to provide in-depth insights into the application of
SETT
DATA COLLECTION AND ANALYSIS
Data was collected through classroom observations, teacher interviews,

student surveys, and analysis of student work to understand the impact of
SETT.
Since teacher’s talk come up with interaction among students, then this
study aims to investigate the interactional features and how it fits with the
teacher’s aim (pedagogic goal) to use certain talk. The data collected
during the teaching and learning process occurring naturally. An English
teacher with his students selected to participate in this study. She applied
English classroom interaction in the English language learning. The
participants of this study are the second grade students of XI-5 who has
good records in academical score, especially in English lesson.
The data present in this study were collected through observation and
interview. By doing observation, the teacher talk (utterances) and the
students’ responses being recorded through video and audio. The recording
is starting from the teacher begins the class. The data form are in words,
phrases, and sentences. It takes during the teacher starts the teaching until
the end of the class. After gathering the data, then operating it into Walsh's
(2011) model, they were analyzed based on the principles of SETT. The
interview was used to collect unseen data through the observation and in
charge of data cross checking
The data cross checking means, as to make sure that the data obtained
through the observation were valid by re-asking to the teacher. The
questions were openended questions. It was around the teacher
experiences and as confirmation check why was something happened and
done.
4. MODES OF TEACHER TALK
The collected data was analyzed using Walsh's (2011) SETT framework, categorizing
interactions into four modes:Managerial Mode: Focused on managing classroom
activities and transitions.
Managerial mode: Organizing group work and managing classroom dynamics
Material Mode: Related to the teaching materials used.
Skill and System Mode: Concentrated on language skills and systems.
Classroom Context Mode: Contextualized the lesson within the classroom
dynamics.
5. FINDINGS
INCREASED TEACHER REFLECTION
SETT encouraged teachers to reflect on their teaching practices, leading to

greater awareness of their strengths and areas for improvement
IMPROVED STUDENT ENGAGEMENT

Students felt more engaged in the learning process, demonstrating active
participation and contributing meaningfully to classroom discussions.
ENHANCED LANGUAGE PROFICIENCY

SETT fostered a supportive environment for language development,
resulting in improvements in vocabulary, grammar, and communication
skills.
6. CONCLUSION
The findings reveal that English teachers predominantly use managerial

mode and skills and systems mode during interactions, which are crucial in
managing classroom activities and guiding students through the learning
process. In addition, this study emphasizes the importance of creating an
environment where students are encouraged to communicate in English,
thus improving their language proficiency through active participation.
Overall, this study underscores the value of SETT as a framework for
teachers to reflect on and improve the way they speak, ultimately leading
to better educational outcomes.
THANK YOU

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ICLE REVIEW

Authors: Raden Panji Hartono, Slamet Setiawan, Maria Mintowati

The article analyzes the implementation of Self Evaluation Teacher Talk

Communication in the field of foreign or second language context is a

Data was collected through classroom observations, teacher interviews,

SETT encouraged teachers to reflect on their teaching practices, leading to

IMPROVED STUDENT ENGAGEMENT

ENHANCED LANGUAGE PROFICIENCY

The findings reveal that English teachers predominantly use managerial

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